How Can a Mentor’s Personal Attributes and Pedagogical Knowledge Develop a Preservice Teacher’s Behaviour Management?

By Tracey Sempowicz and Peter Hudson.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

More than 20% of beginning teachers leave the profession within the first five years of teaching. Early-career teachers, including preservice teachers, claim that classroom management can cause significant apprehension and managing student behaviour is high on the list of priorities for teachers, particularly as unsuccessful student management can produce teacher stress and early burn out. Mentors have a shared responsibility with universities for developing preservice teachers’ pedagogical practices, particularly classroom management which appears as a key issue for preservice teachers. This case study uses a five-factor mentoring model to analyse dialogue between a mentor and mentee through multiple data sources (e.g., video and audio-recorded interviews, archival documents from participants such as lesson plans, reflections and reports) to investigate mentoring practices which assist the development of a preservice teacher’s classroom management practices. Data indicated a strong relationship between the personal attributes and pedagogical knowledge of the mentor and the development of effective classroom management practices by the mentee.

Keywords: Mentoring, Preservice Teacher, Mentor, Classroom Management, Behaviour Management

The International Journal of Learning, Volume 18, Issue 1, pp.303-314. Article: Print (Spiral Bound). Article: Electronic (PDF File; 820.719KB).

Tracey Sempowicz

Lecturer, Faculty of Education, Learning and Professional Studies, Queensland University of Technology, Brisbane, Queensland, Australia

Mrs Tracey Sempowicz (MEd, BEd, DipTeach) has had 28 years in education, including 20 years as a Head of Department (Business, Technology, Middle Schooling) in Queensland Secondary Schools. Her interests include mentoring and preservice teacher education. A mother of three adopted children and an active supporter of international adoptees and their families, she is planning to undertake her doctoral studies in this area.

Prof. Peter Hudson

Senior Lecturer, Faculty of Education, Maths, Science and Technology, Queensland University of Technology, Brisbane, Queensland, Australia

Dr. Peter Hudson (PhD, MEd, BEd, DipTeach) has had 32 years in education, including 10 years as a school principal. His interests include mentoring, leadership, science, and preservice teacher education. He supervises several international doctoral students and holds two Australian Research Council (ARC) grants and funding from the Department of Education, Employment and Workplace Relations.

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